morfologia lingua inglesa

7/26/2019 Morfologia Lingua Inglesa

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Montes Claros/MG - 2014

Antnio Carlos Soares MartinsMarilia de Souza

Danielle Ferreira de Souza

Morfologia daLngua Inglesa

2 EDIO


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2014Proibida a reproduo total ou parcial.

Os infratores sero processados na forma da lei.

EDITORA UNIMONTESCampus Universitrio Professor Darcy Ribeiros/n - Vila Mauricia - Montes Claros (MG)

Caixa Postal: 126 - CEP: 39.401-089Correio eletrnico: [email protected] - Telefone: (38) 3229-8214

Catalogao: Biblioteca Central Professor Antnio Jorge - UnimontesFicha Catalogrfica:

Copyright : Universidade Estadual de Montes Claros

UNIVERSIDADE ESTADUAL DE MONTES CLAROS - UNIMONTES

REITOR

Joo dos Reis Canela

VICE-REITORAMaria Ivete Soares de Almeida

DIRETOR DE DOCUMENTAO E INFORMAESHumberto Velloso Reis

EDITORA UNIMONTESConselho ConsultivoAntnio Alvimar SouzaCsar Henrique de Queiroz PortoDuarte Nuno Pessoa VieiraFernando Lolas StepkeFernando Verd Pascoal

Herclio Mertelli JniorHumberto GuidoJos Geraldo de Freitas DrumondLuis JobimMaisa Tavares de Souza LeiteManuel SarmentoMaria Geralda AlmeidaRita de Cssia Silva DionsioSlvio Fernando Guimares CarvalhoSiomara Aparecida Silva

CONSELHO EDITORIAL

ngela Cristina BorgesArlete Ribeiro NepomucenoBetnia Maria Arajo PassosCarmen Alberta Katayama de GasperazzoCsar Henrique de Queiroz PortoCludia Regina Santos de AlmeidaFernando Guilherme Veloso QueirozJnio Marques DiasLuciana Mendes OliveiraMaria ngela Lopes Dumont MacedoMaria Aparecida Pereira QueirozMaria Nadurce da SilvaMarilia de SouzaPriscila Caires Santana AfonsoZilmar Santos Cardoso

REVISO DE LNGUA PORTUGUESACarla Roselma Athayde MoraesWaneuza Soares Eullio

REVISO TCNICAKaren Torres C. Lafet de AlmeidaKthia Silva GomesViviane Margareth Chaves Pereira Reis

DESIGN EDITORIAL E CONTROLE DE PRODUO DE CONTEDOAndria Santos DiasCamila Pereira GuimaresCamilla Maria Silva RodriguesFernando Guilherme Veloso QueirozMagda Lima de OliveiraSanzio Mendona HenriiquesWendell Brito MineiroZilmar Santos Cardoso


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Diretora do Centro de Cincias Biolgicas da Sade - CCBS/UnimontesMaria das Mercs Borem Correa Machado

Diretor do Centro de Cincias Humanas - CCH/UnimontesAntnio Wagner Veloso Rocha

Diretor do Centro de Cincias Sociais Aplicadas - CCSA/UnimontesPaulo Cesar Mendes Barbosa

Chefe do Departamento de Comunicao e Letras/UnimontesMarilia de Souza

Chefe do Departamento de Educao/UnimontesAndra Lafet de Melo Franco

Chefe do Departamento de Educao Fsica/UnimontesRogrio Othon Teixeira Alves

Chefe do Departamento de Filosofia/Unimontesngela Cristina Borges

Chefe do Departamento de Geocincias/UnimontesAnete Marlia Pereira

Chefe do Departamento de Histria/UnimontesFrancisco Oliveira Silva

Jnio Marques Dias

Chefe do Departamento de Estgios e Prticas EscolaresCla Mrcia Pereira Cmara

Chefe do Departamento de Mtodos e Tcnicas EducacionaisHelena Murta Moraes Souto

Chefe do Departamento de Poltica e Cincias Sociais/UnimontesCarlos Caixeta de Queiroz

Ministro da EducaoJos Henrique Paim Fernandes

Presidente Geral da CAPESJorge Almeida Guimares

Diretor de Educao a Distncia da CAPESJoo Carlos Teatini de Souza Clmaco

Governador do Estado de Minas GeraisAlberto Pinto Coelho Jnior

Secretrio de Estado de Cincia, Tecnologia e Ensino Superior

Narcio Rodrigues da Silveira

Reitor da Universidade Estadual de Montes Claros - UnimontesJoo dos Reis Canela

Vice-Reitora da Universidade Estadual de Montes Claros -UnimontesMaria Ivete Soares de Almeida

Pr-Reitor de Ensino/UnimontesJoo Felcio Rodrigues Neto

Diretor do Centro de Educao a Distncia/UnimontesJnio Marques Dias

Coordenadora da UAB/UnimontesMaria ngela Lopes Dumont Macedo

Coordenadora Adjunta da UAB/UnimontesBetnia Maria Arajo Passos


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Autores

Antnio Carlos Soares MartinsDepartamento de Comunicao e Letras da Unimontes. Professor de Lngua Inglesa, Lingustica

Aplicada, Prtica de Formao Docente e Orientador de Estgio Supervisionado. Graduado emLetras Portugus/Ingls e Especialista em Lngua Inglesa pela Unimontes. Mestre em Lingustica

(Ensino e aprendizagem de lnguas) pela Universidade Federal de Uberlndia (UFU). Doutorem Lingustica Aplicada (Linguagem e tecnologia) pela Universidade Federal de Minas Gerais

(UFMG). Professor de Lngua Inglesa do Instituto Federal de Educao, Cincia e Tecnologia doNorte de Minas Gerais (IFNMG).

Marilia de SouzaDepartamento de Comunicao e Letras da Unimontes. Professora de Lngua Inglesa e suasLiteraturas, Prtica de Formao Docente e Orientadora de Estgio Curricular. Graduada em

Letras Portugus/Ingls e Especialista em Lngua Inglesa pela PUC-Minas. Mestre em Educaopela UNIMARCO-SP.

ColaboradoraDanielle Ferreira de Souza


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Sumrio

Apresentao. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Unidade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Morphology: basic notions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

1.1 Unit Intro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

1.2 Morphology: basic notions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

1.3 Activity: morphemes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

1.4 Activity: bound and free morphemes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

1.5 Activity: allomorphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

1.6 Activity: derivational vs inflectional morphology (Based on Yule, 1996) . . . . . . . . . . .15

1.7 Activity: basic concepts in morphology (Based on Murray, 1995) . . . . . . . . . . . . . . . . . .15

Referncias. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Unidade 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Word-formation processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

2.1 Unit Intro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

2.2 Formao de palavras por sufixao . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

2.3 Formao de palavras por prefixao . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

2.4 Exercises. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Referncias. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Unidade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

The parts of speech. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

3.1 Unit Intro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

3.2 Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

3.3 The parts of sentence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

3.4 Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Referncias. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

A p n d i c e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 5

R e s u m o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 9

Referncias basic, complementary e additional . . . . . . . . . . . . .41

Atividades de Aprendizagem AA. . . . . . . . . . . . . . . . . . . . . . . . . .43


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Letras Ingls - Morfologia da Lngua Inglesa

ApresentaoDear student:

Welcome to the English Morphology course! In this course you will study the structure ofthe word one of the most fundamental units of linguistic structure how words are formed,how the parts of words relate to each other, and how words themselves relate to each other.

This course introduces the study of word structure. It will cover basic concepts in morphology,derivational and inflectional morphology and will also discuss the interface between morpholo-gy and other levels of linguistic analysis.

The course includes aspects of general English and some historical descriptions about lan-guage development, involving simple problem solving tasks such as working out the meaningsof vocabulary on the basis of studied prefixes, roots and suffixes.

The objectives of this course are: Get a basic knowledge of English morphology; Get a brief glimpse of the theory and practice of the structural grammar of the English lan-

guage; Understand the basic processes of word-formation; Learn the different inflectional paradigms in English; Learn to analyze English morphemes and word formation processes; Understand the basic sentence patterns in English; Learn to use more specific strategies of learning or acquiring English lexical units.

The course deals with morphological structure as exhibited in the English language. Threebroad areas will be studied:

basic terms and concepts linked to words and morphemes (nature of the word; boundvs. free morphemes; root, stem and affix; derived and inflected words; complex and compoundwords);

lexical and inflectional morphology (word formation; the notion of productivity; kindsof derivational affix; inflectional morphology and its morphophonemic complexities and itsrelation to syntax);

basic sentence patterns in English and the interface between morphology and other le-vels of linguistic analysis.At the end of the course, you will have practical skills and knowledge relating to words

and will be confident to deal with relevant topics in morphology and be able to use more speci-fic strategies of learning or acquiring English lexical units.

We hope you enjoy the course.The authors.

Caros Acadmicos:

Embora esta no seja uma edio bilngue, fizemos alguns resumos para auxili-los no en-tendimento das unidades. Como vocs podero observar, ao longo das lies h quadrosem portugus sintetizando a matria em ingls.

Aprender uma lngua exige ateno, mas tambm bom senso. H muitas coisas que pode-mos deduzir em Morfologia, a par tir do conhecimento que temos de nossa lngua.

Bom proveito.Os autores.


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UNIDADE 1Morphology: basic notions

1.1 Unit IntroEsta primeira unidade apresenta os conceitos bsicos em morfologia. Embora as explicaes

e exerccios estejam em lngua inglesa, esta unidade traz alguns tpicos de sntese ou esclareci-mento em lngua portuguesa. Procure compreender bem todos os conceitos apresentados nestaunidade, pois eles sero essenciais para a compreenso das unidades seguintes.

1.2 Morphology: basic notionsA convenient starting point for morphology is the word (WIDDOWSON, 1996). Knowing the

words is essential to speak and understand a language. The average speaker knows thousandsof words, and new words enter our minds and our language every day. The term word is part ofeveryones vocabulary. We all have an idea about what words are. So, the existence of words isusually taken for granted by the speakers of a language.

In the book The Grammar of Words, Booij states that:

When you use an English dictionary to look up the different meanings of the

verb walk, you will not be surprised that there are no separate entries for walk,walks, and walked. You will also not feel disappointed if your dictionary doesnot contain a separate entry for walking. If you come across the sentence Mystaff walked out yesterday, and you want to find out what walked out means(go on strike) you will not look for an entry walked out, but rather for an en-try walk out. In many dictionaries, walks, walked, and walking are not evenmentioned in the entry for walk. It is simply assumed that the language userdoes not need this information. The reason for the absence of this informationis that these different English words are felt to be instantiations of the sameword, for which walk is the citation form. (BOOIJ, 2005, p. 3)

The author argues that the English dictionaries assume that the language user will be ableto construct these different forms by applying the relevant rules. Carstairs-McCarthy (2002)argues however that the popular understanding is not enough to the study of language. Al-

though he does not suggest that the ordinary notion of the word needs to be replaced withsomething radically different, he argues that our ordinary notion can be made more precise.

In this course, you will study the structure of words, focusing on the smaller parts, generallycalled morphemes as well as on the relationships between words involving the morphemes thatcompose them. The study of the internal structure of words is called morphology.

Morphology is that part of linguistics which involves the word structure and systematic rela-tions between words. It is the study of the structure and form of words in language, including in-flection, derivation and the formation of compounds. Morphology studies patterns of word- for-mation within and across languages, and attempts to formulate rules that model the knowledgeof the speakers of those languages.

According to Yule (1996), the term morphology, which literally means the study of forms,was originally used in biology, but, since the middle of the 19th century, has also been used to

describe that type of investigation which analyzes all those basic elements used in a languagewhich are technically known as morphemes.

Spencer and Zwicky (1998) argue that morphology is at the conceptual centre of linguisticsbecause it is the study of word structure, and words are at the interface between phonology, syn-

DICA

Saber as palavras essencial para falar eentender uma lngua.Um falante comumsabe milhares de pala-vras e, a cada dia, maise mais palavras so in-ternalizadas pela mentehumana. Ao pesquisarum verbo no dicionriopara saber seu significa-do, voc descobrir queno existem entradasespecficas para asvariaes desse verbo.Voc encontrar aforma primitiva, tal qual

no exemplo a seguir:Voc tem o verbo walk(andar).Se voc procurar as for-mas de passado (wal-ked) ou de gerndio(walking), certamentevoc no encontrar,pois o usurio da lnguadeve saber que -ed o sufixo que forma opassado dos verbosregulares e que -ing o sufixo que forma ogerndio dos verbos

em ingls.

GLOSSRIO

Morfologia: a parteda lingustica queenvolve o estudo daestrutura da palavra eas relaes sistemticasque h entre elas. oestudo da estrutura eda forma das palavrasde uma dada lngua,incluindo flexo, deri-

vao e o processo deformao.


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UAB/Unimontes - 3 Perodo

tax and semantics. Words have phonological properties, they articulate together to form phrasesand sentences, their form often reflects their syntactic function, and their parts are often com-posed of meaningful smaller pieces. In addition, words contract relationships with each otherby virtue of their form; that is, they form paradigms and lexical groupings. For this reason, theyargue that morphology is something that all linguists have to know about.

Having defined what morphology is, we are going to focus on morphemes (free and

bound), compounds, inflectional morphology, derivational morphology, morphemic analy-sis, morphological typology of languages, analysis of the internal hierarchical structure ofwords and morphophonological variation.

As you have already learned in the study of Portuguese language, the structure of words canbe defined in terms of syllables. Now we are going to focus on the morphemes.

The morpheme is the basic unit of study in morphology since it is the smallest linguistic unitwhich has a meaning or grammatical function.

Words are composed of morphemes (one or more).

Examples:sing-er-sanswer-edun-kind-ly

1.3 Activity: morphemes1)Identify the component morpheme(s) of each word. How many morphemes does eachword contain?

a) student: ____________________________________________________b) stupidity: ___________________________________________________c) unfair: _____________________________________________________

d) sleeping: ___________________________________________________e) unemployed: ________________________________________________f) deforms: ____________________________________________________g) unreliable: __________________________________________________h) trial: _______________________________________________________i) disinfectant: _________________________________________________j) unfairly: ____________________________________________________k) husbands: __________________________________________________l) island: ______________________________________________________m) classroom: _________________________________________________n) paper: _____________________________________________________o) inversion: __________________________________________________

p) magazine: __________________________________________________q) ugly: ______________________________________________________r) sandwich: __________________________________________________s) crinkly: _____________________________________________________

Lets consider some examples discussed by Widdowson (1996). The word parson has twosyllables. So has the word parsing. They are similar in syllabic structure. But we can divide up thesecond word in another way as well. There is an independent lexical item (part) in English and,-ing can be attached to the end of innumerable other words parsîng, passîng, departîng,depressîng, to give some examples. So the word is formed by two elements of meaning, partand -ing the first of which is independent, or free, and the second depedent, or bound.

We might consider the word parson in the same way. There are words which start withthe same sequence of letters par: parcel, parking, parting, particle, and so on. But par does notsignal anything semantically in common, and -cel, -king, -ting, and -ticle do not deem toattach themselves as bound morphemes to any other words in English. We might try another divi-sion of the word and propose the morphological structure parsôn thereby invoking an anal-

DICA

Nesta disciplina, vocestudar a estrutura

das palavras, focandonas menores partes,

geralmente chamadasde morfemas, bemcomo as relaes entre

palavras, envolvendoos morfemas que ascompem. O estudo

da estrutura interna dapalavra chamado de

MORFOLOGIA.

DICA

De acordo com Yule(1996), o termo

morfologia significaliteralmente o estudo

das formas e foi usadooriginalmente pela bio-

logia. No entanto, des-de a segunda metade

do sculo XIX, tem sidousado para descrever

o tipo de investigaoque analisa todos oselementos bsicos

usados numa lngua eque so denominados

de morfemas.

DICA

De acordo com Spencere Zwicky (1998), a mor-

fologia est no ponto

central da lingustica,porque o estudo daestrutura da palavra, e

a palavra est numa in-terface entre fonologia,sintaxe e semntica. As

palavras tm proprie-dades fonolgicas e ar-ticulam-se para formarsintagmas e sentenas.

Suas formas semprerefletem a sua funosinttica e suas partes

sempre so compostaspor partculas signifi-

cativas.


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ogy with words like parsimony, parsley, and parsnip, but we would have similar problems, sincepars-, -imony, -ley, or -nip do not have any morphemic status either. Therefore, the syllable as a unitof sound has no correspondence with the morpheme as a unit of meaning. Parson has twosyllables, but consists of only one morpheme. Parting has two syllables, and two morphemes.

Carstairs-McCarthy (2002, p. 18) uses the word helpfulness to explain the difference be-tween bound and free morphemes. He shows that the morphemes Help, -ful and -ness do not

all have the same status. The core, or starting-point, for the formation of this word is help; the mor-pheme - ful is added to form helpful, which in turn is the basis for the formation of helpfulness.He explains that there are two reasons for calling help the core of this word. The first one is the factthat help supplies the most precise and concrete element in its meaning, shared by a family ofrelated words like helper, helpless, helplessness and unhelpful that differ from one another inmore abstract ways. The second reason is that, of the three morphemes in helpfulness, only helpcan stand on its own that is, only help can, in an appropriate context, constitute an utteranceby itself, what is clearly not true of -ness, nor is it true of -ful. Although -ful is historically relatedto the word full, their divergence in modern English is evident if one compares words like help-ful and cheerful with other words that really do contain full, such as half-full and chock-full. So,morphemes that can stand on their own are called free, and ones that cannot are bound.

As we have seen, morphemes can be free or bound. A free morpheme is an elementof meaning which takes the form of an independent word. A bound morpheme is an elementof meaning which is structurally dependent on the word it is added to, e.g. the plural morpheme indog^s.

1.4 Activity: bound and freemorphemes1) Identify the bound morphemes in these words: misleads, previewer, shortened, unhappier,

fearlessly.

2) In which of the following examples should the a be treated as a bound morpheme: a boy,apple, atypical, AWOL?

3) Count the number of morphemes in each word. Underline the bound morphemes.

Example: unpresentable -- 3 morphemes; un- and able are bound morphemes.

a) alligator:b) calmly:c) running:d) blindness:e) stapler:f) bargain:g) regrouping:h) undeniable:i) assertion:j) certainly:k) corner:l) prepay:m) tighten:n) staying:o) dislocation:p) smarten:

q) ladylike:r) suddenly:s) purposeful:t) dislocate:

DICA

Depois de definir oque Morfologia,agora vamos estudaros morfemas (indepen-dentes e dependentes).

O morfema a unidadebsica do estudo damorfologia, uma vezque esta a menorunidade lingustica quetem um significado oufuno gramatical.

DICA

Um bom dicionrio deingls vai auxiliar naidentificao dos mor-femas, pois muitos tra-zem a diviso silbica, oque facilita entender aformao da palavra.

DICA

Para que voc enten-da bem os exemplosacima, vamos escla-recer que temos doistipos de morfemas: odependente (bound) eo independente (free).Vejamos o exemplo do

pargrafo acima.depart - departingpass passing

Nesse caso, as pala-vras so formadas

por dois elemen-tos. Uma unidadeindependente (free)e outra dependenteing (bound), que a unidade formadorado gerndio dos ver-bos em ingls e deadjetivos derivadosde substantivos.


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Morphemes are pronounced differently in different contexts. For example, the English pasttense morpheme is realized as [t] after the voiceless [p] of jump (cf. jumped), as [d] after thevoiced [l] of repel (cf. repelled), and as [d] after the voiceless [t] of root or the voiced [d] of wed(cf. rooted and wedded). These phonological realizations of a morpheme are called allomorphs.The appearance of one morph over another in this case is determined by voicing and the placeof articulation of the final consonant of the verb stem (ARONOFF and FUDEMAN, 2005). So, al-

lomorphs are the different forms of a morpheme (cf. phonemes and allophones in phonology).However, allomorphy is not only related to pronunciation. It is a variation in the form and/or

pronunciation of a morpheme.

Other examples are:a. indecipherablevs. indecipherabilityb. penpensc. printerprintersd. foxfoxese. oxoxenf. writewritten (stem/root allomorphy)

1.5 Activity: allomorphsThe pairs of words given bellow all show allomorphy. For each pair, underline the morph in whi-ch the allomorphy occurs:a. dogs cats: ___________________________________________b. perceive perception: __________________________________c. long length: _________________________________________d. worked played: ______________________________________e. baths bathes: ________________________________________

Now we are going to focus on how morphemes operate in the processes of derivation andinflection. Lets take the words parson and parting again, as discussed by Widdowson (1996).Parson is unambiguously a noun. Parting can also be a noun, as in the phrase the parting of theways.

But it can equally be the present participle of the verb, as in an expression like they wereparting company for good. In the first case, the attachment of ing has the permanent effect ofchanging the word, of creating a different lexical item by deriving a noun from a verb. In the sec-ond case, the effect is temporary in that it changes the form of the word: here -ing alters theverb, or inflects it, to signal continuous aspect. Morphology is concerned with these two differentphenomena:

derivation and inflection. Derivation has to do with the way morphemes get attached asaffixes to existing lexical forms or stems in the process of word formation. Some affixes, for ex-

ample, de-, dis-, un-, and pre-, are attached at the beginning (i.e. are prefixes), and some, for ex-ample, -ure, -age, -ing, -ize, -ful, and -able, are attached at the end (i.e. are suffixes).So, for example, if we take the lexical item like (the verb) we can add a prefix to this

base or root and make another verb dis^like. Or we can add a suffix and make the adjectivelike^able. Add a prefix to this stem and we get un^likeable. Add another suffix and we getunlikeable^ness. Or we can take the root like as an adjective. If we add a prefix we get anotheradjective un^like, add a suffix and we get a noun like^ness, add the suffix -ly to the root and theadjective gets converted into the adverb like^ly, add another suffix to this stem, and we get thenoun likeli^hood, add a prefix un^likelihood, and so on.

This immensely productive process of morphological derivation follows a principle of cre-ativity by variable combination which accounts for the generation of lexical items as combina-tions of meanings.

Inflectional morphology, on the other hand, does not create new words but adapts existingwords so that they operate effectively in sentences.

It is not a process of lexical innovation but of grammatical adaptation. Take, for example, thefour lexically different verbs part, partition, depart, and deparmentalize. As verbs, their function


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is, by definition, dependent on the grammatical categories of tense and aspect, and this depen-dency is marked by morphological inflection, which is added on to any derivational morphemethere might be. Thus, for them to function in the simple past tense, the past tense morphemeis required (partêd, partitionêd, departêd, and departmentalizêd). Equally, if they are tofunction in the simple present, a present tense morpheme is required.

The morphological marking for grammatical function also applies in English to nouns and

pronouns, and in other languages to other word classes as well. Thus, departure, as a countnoun, is subject to marking for singular and plural: a departure/several departures.

Morphology, then, is the study of two aspects of words: their derivational formation andtheir inflectional function. The first aspect leads us to enquire further into the way words mean,into lexical semantics. The second aspect leads us into a consideration of the way words functionin syntax. Although semantics and syntax are not the focus of this course, the interface betweenthese areas of linguistic study and morphology will be considered.

1.6 Activity: derivational vs

inflectional morphology (Basedon Yule, 1996)1) Divide the following words into their morphemes. Indicate which morphemes are inflectionaland which are derivational.mistreatment ___________________________________________________disactivation ___________________________________________________psychology ____________________________________________________airsickness _____________________________________________________

terrorized ______________________________________________________uncivilized _____________________________________________________lukewarm _____________________________________________________

2) What are the inflectional morphemes in the following phrases:the singers song ________________________________________________its raining _____________________________________________________the newest style_________________________________________________the cow jumped over the fence ____________________________________

1.7 Activity: basic concepts inmorphology (Based on Murray,1995)1) Isolate the affixes in each of these words and state whether each is prefix or suffix.

a. depose e. action

b. readily f. repackage

c. active g. unchanged

d. behead h. forcefully


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2) For the following words, identify all roots (base words).

a. dragged f. unassuming

b. deactivated g. redness

c. impossible h. racketeers

d. thumbtack i. cloudiness

e. hopefully j. exceptionally

RefernciasARONOFF, Mark; FUDEMAN, Kirsten. What is Morphology? Oxford: Blackwell Publishing, 2005.

BAUER, Laurie. Introducing linguistic morphology. Edinburgh: Edinburgh University Press,2003.

BOOIJ, Geert. The grammar of words: an introduction to linguistic morphology. Oxford: OxfordUniversity Press, 2005.

CARSTAIRS-McCARTHY, Andrew. An introduction to English morphology: words and theirstructures. Edingburgh: Edingburgh University Press Ltd, 2002.

KATAMBA, Francis. English Words. London: Routledge, 1994.

MURRAY, Thomas E. The structure of English. Boston: Allyn and Bacon 1995.

PLAG. Ingo. Word-formation in English. Cambridge: Cambridge. University Press, 2003.

SPENCER, Andrew; ZWICKY, Arnold, (eds). The handbook of morphology. Oxford: Blackwell.1998. 815pp.

STOCKWELL, Robert; MINKOVA Donka. English words: history and structure. Cambridge: Cam-bridge. University Press, 2001.

WIDDOWSON, H. G. Linguistics. Oxford: Oxford University Press, 1996.

YULE, George. The study of language. Cambridge: Cambridge. University Press, 1996.


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UNIDADE 2Word-formation processes

2.1 Unit IntroEsta unidade apresenta os processos mais comuns de formao de palavras em lngua ingle-

sa e discute mais atentamente os processos de formao de palavras por sufixao e por prefixa-o. Antes de iniciar esta unidade, revise os conceitos bsicos apresentados na unidade anterior.

a) Coinage

One of the least common processes of word-formation in English is coinage, that is, the inven-tion of totally new terms. Usually these started as names of specific products, but now they areused as the generic names for different brands of these types of products. As stated by Stockwelland Minkova (2001), the creation of totally new words is an extremely rare phenomenon. Someexamples listed by theses authors are: Blurb, Kodak, Nylon, Teflon, and Kleenex

b) BorrowingOne of the most common sources of new words in English is the process simply labeled borro-wing, that is, the taking over of words from other languages.Some examples are: alcohol (Arabic), boss (Dutch), croissant (French), lilac (Persian), piano(Italian), pretzel (German), robot (Czech), tycoon (Japanese), yogurt (Turkish) and zebra(Bantu).

c) CompoundingWhen two separate words are joined to produce a single form, this combining process is tech-nically known as compounding. This is very common in languages like English and German, butmuch less common in languages such as French and Spanish.Colloquial or everyday examples of compounds in English are fireman and hardware.

d) BlendingThis combining of two separate forms to produce a single new term is also present in the processcalled blending. However, according to Stockwell and Minkova (2001), in blending, parts of twofamiliar words are yoked together to produce a work which combines the meanings and soundof the old ones. Blending is typically accomplished by taking only the beginning of one word andjoining it to the end of the other word.

Some examples of blending are: smog (smoke + fog), brunch (breakfast + lunch), heliport (heli-copter + air-port), motel (motor + hotel), FORTRAN (formula translation).

e) ClippingThe element of reduction which is noticeable in blending is even more apparent in the processdescribed as clipping. This occurs when a word of more than one syllable is reduced to a shorterform, often in casual speech.Examples are: stereo (from stereophonic), taxi (from taxicab), cab (from cabriolet), gas (from ga-soline), gents (from gentlemens room = lavatory), gym (from gymnasium), lab (from laboratory),photo (from photograph), hanky (from handkerchief)

f) Backformation

The process of creating new words by removing afixes is called backformation. This processchanges the part of speech, that is, a word of one type (usually a noun) is reduced to form ano-ther word of a different type (usually a verb).For example: vacuum clean (verb) from vacuumcleaner (noun), edit (verb) from editor, euthanase or euthanize (verb)from euthanasia (noun ).


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g) ConversionA change in the function of a word, as, for example, when a noun comes to be used as a verb(without any reduction), is generally known as conversion. According to Plag (2003), differenttypes of conversion can be distinguished, in particular noun to verb, verb to noun, adjective toverb and adjective to noun. For example, access, as in access the file, which was previously anoun, as in gain access to the file.

Other examples are: mail and e-mail,strike, beer, talk,salt, pepper, switch, bed, sleep, ship,train, stop, drink,cup, lure, mutter, dress, dizzy, divorce, fool, merge, and many more, to befound on virtually every page in the dictionary. Often it is impossible to tell which form arose first.You can talk the talk, but can you walk the walk is an exemplary sentence (Wikipedia.org).

h) AcronymsStockwell and Minkova (2001) consider acronyms (acr-o tip, point + onym name) a special typeof blend. According to them, a typical acronym takes the first sound from each of several wordsand makes a new word from those initial sounds.These can remain essentially alphabetisms suchas CD (compact disk) or VCR (video cassete recorder), where the pronunciation consists of setsof letters. More typically, acronums are pronounced as single words, as in NATO, NASA or UNES-CO. Examples:

pronounced as a word, containing only initial letters: FNMA: (Fannie Mae) Federal National Mortgage Association laser: light amplification by the stimulated emission of radiation NATO: North Atlantic Treaty Organisation scuba: self-contained underwater breathing apparatus

pronounced as a word, containing non-initial letters: Amphetamine: Alpha-methyl-phenethylamine Gestapo: Geheime Staatspolizei (secret state police) Interpol: International Criminal Police Organization radar: radio detection and ranging

pronounced only as the names of letters BBC: British Broadcasting Corporation DNA: deoxyribonucleic acid LED: light-emitting diode OB-GYN: obstetrics and gyn(a)ecology or obstetrician and gyn(a)ecologist

pseudo-acronyms are used because, when pronounced as intended, they resemble thesounds of other words: ICQ: I seek you IOU: I owe you OU812: Oh, you ate one, too?, a Van Halen album CQR: secure, a brand of boat anchor

i) DerivationDerivationis the most common word-formation process to be found in the production of newEnglish words. It is accomplished by means of a large number of small bits of English langua-ge which are not usually given separate listing in dictionaries. These small bits are called affixes(prefixes and suffixes).A derivational suffix usually applies to words of one syntactic category and changes them intowords of another syntactic category. For example, the English derivational suffix -ly changes ad-jectives into adverbs (slowslowly).Some examples of English derivational suffixes: adjective-to-noun: -ness (slowslowness) adjective-to-verb: -ize (modernmodernize) noun-to-adjective: -al (recreationrecreational) noun-to-verb: -fy (gloryglorify) verb-to-adjective: -able(drinkdrinkable) verb-to-noun: -ance(deliverdeliverance)A derivational prefix usually does not change the syntactic category in English.


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Some examples of English derivational prefixes: un- (healthyunhealthy, doundo) re- (newrenew) pre- (viewpreview) mis- (behavemisbehave) sub- (waysubway)

2.2 Formao de palavras porsufixaoI. Sufixos formadores de substantivos

1Os sufixos mais comuns que formam substantivos derivados de verbos so -er,-or e -ar, que sig-nificam a pessoa ou coisa que faz ou que est relacionada com. Worker (trabalhador) - do verbo to work (trabalhar) Navigator (navegador) - do verbo to navigate liar (mentiroso) - do verbo to lie

2 Os sufixos -ist e (i)an tambm so usados para indicar a pessoa por associao a estas coisas elugares.

2.1 O sufixo - ist indica uma pessoa que estuda ou se aplica a geology (geologia), um geologist(gelogo). Science - scientist biology - biologist anthropology - anthropologist ecology - ecologist

2.2 O sufixo - (i) an indica que uma pessoa que estuda ou se aplica a mathematics (matemtica),is a mathematician (matemtico). politics - politician statistics - statistian

2.3 Excees: engineering (engenharia) - engineer (engenheiro) architecture (arquitetura) - architect (arquiteto) medicine (medicina) - doctor ou physician

3 O sufixo -ion(-ation,ition) forma substantivos de verbos, significando o processo ou o resulta-do de: action (ao) - do verbo to act addition (adio) - do verbo to add application (aplicao) - do verbo to apply

4 As terminaes -ment, -ance e -ence tambm so acrescentadas a verbos para formar substan-tivos que significam a ao de ou o resultado da ao de: development (desenvolvimento) - do verbo to develop performance (desempenho) - do verbo to perform residence (residncia) - do verbo to reside

5 Os sufixos -al e -age so igualmente usados para formar substantivos derivados de verbos como significado de o ato de ou o resultado do ato de: removal (remoo) - do verbo to remove


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reversal (inverso) - do verbo to reverse drainage (drenagem) - do verbo to drain

6 Os sufixos -let,-ette e -y formam diminutivos de substantivos: booklet (livreto) - do substantivo book cigarette (cigarro) - do substantivo cigar

daddy (papai) - do substantivo dad.

7 O sufixo -ess forma substantivos femininos: actress (atriz) - de actor lioness (leoa) - de lion

8 Os sufixos -hood, -ship, -dom,-ery formam substantivos com o significado de status, domnio,condio: brotherhood (irmandade) - do substantivo brother friendship (amizade) - do substantivo friend kingdom (reino) - do substantivo king nunnery (convento) - do substantivo nun

9 O sufixo -ing forma substantivos e significa resultado de atividade ou atividade: tubing (canalizao) - do verbo to tube learning (saber, erudio) do verbo to learn happening (acontecimento) do verbo to happen quantidade contida em: mouthful (bocado) - do substantivo mouth spoonful (colherada) - do substantivo spoon

11 Os sufixos -ness e -ity formam substantivos abstratos de adjetivos: greatness (grandeza) - do adjetivo great usefulness (utilidade) - do adjetivo useful activity (atividade) - do adjetivo active probability (probabilidade) - do adjetivo probable

II. Sufixos formadores de adjetivos

1 Os sufixos -ful e -less1.1 O sufixo -ful forma adjetivos de substantivos, significando cheio de ou que tem: faithful (fiel) - do substantivo faith useful (til) - do substantivo use

1.2 Alguns desses mesmos substantivos formam adjetivos com o significado exatamente oposto,pelo acrscimo do sufixo -less. faithless (infiel) - do substantivo faith useless (intil) - do substantivo use

Algumas outras palavras que admitem ambos os sufixos: harmful (prejudicial) - harmless (inofensivo) thankful (grato) thankless (ingrato)

No entanto, h palavras que s admitem um dos sufixos, como nos exemplos abaixo: frightful (assustador) noiseless (silencioso)

2 O sufixo able (-ible) acrescentado a verbos ou substantivos para formar adjetivos, significan-

do que pode ser: avoidable (que pode ser evitado) considerable (considervel) permissible (permissvel)


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3 Os sufixos -y ou -ly geralmente so acrescentados a substantivos para formar adjetivos, signifi-cando que tm a qualidade, ou a aparncia de: greasy (gorduroso) - do substantivo grease salty (salgado) - do substantivo salt fatherly (paterno) - do substantivo father weekly (semanal) - do substantivo week

4 O sufixo -ive acrescentado a verbos para formar os adjetivos correspondentes: destructive (destrutivo) - do verbo to destroy relative (relativo) - do verbo to relate

5 Os sufixos -like, -some, -worthy.

5.1 O sufixo -like acrescentado a substantivos para formar adjetivos, significando pessoas ouanimais (e s vezes objetos) que se parecem com ou que tm as caractersticas de: boxlike (parecido com caixa) catlike (com caractersticas de gato)

5.2 O sufixo -some acrescentado a verbos ou substantivos para formar adjetivos, significandoque causam ou provocam: tiresome (cansativo) - do verbo to tire praiseworthy (digno de louvor) - do substantivo praise

6 O sufixo -ous acrescentado a substantivos abstratos para formar os adjetivos corresponden-tes: ambitious (ambicioso) - do substantivo ambition erroneous (errneo) - do substantivo error virtuous (virtuoso) - do substantivo virtue

7 O sufixo -ed acrescentado a substantivos ou sintagmas nominais para formar adjetivos, signi-ficando feitos de ou tendo a aparncia ou as caractersticas de: pointed (ponteagudo) - do substantivo point wooded (de madeira) - do substantivo wood blue-eyed (de olhos azuis) - do sintagma nominal blue eyes

8 Os sufixos -ed e -ing so acrescentados a verbos para formar adjetivos. O primeiro significandoo que recebe a ao do verbo correspondente e o ltimo o que realiza a ao do verbo corres-pondente: charmed (encantada) -charming(encantadora) do verbo to charm relaxed (relaxado) - relaxing (relaxante) do verbo to relax

III. Sufixos formadores de verbos

A formao de verbos por fixao relativamente pequena em ingls. So sufixos verbais.

1 -ify, que se acrescenta a substantivos e adjetivos.beautify (embelezar) - do substantivo beautycodify (codificar) - do substantivo code

2 -ize(-ise - alternativa ortogrfica no ingls britnico) que se acrescenta a substantivos e adjeti-vos: concretize (concretizar) do substantivo concrete symbolize (simbolizar) do substantivo symbol

DICA

H muitos outros sufi-xos na lngua inglesa.

Tentamos exemplificaros casos mais comuns,mas com o tempo, vocinternalizar as formase o uso. Procure nasgramticas indicadasna bibliografia e amplieseus conhecimentos.


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3 -en, que se acrescenta a adjetivos. deafen (ensurdecer) - do adjetivo deaf lessen (minimizar) - do adjetivo less ripen (amadurecer) - do adjetivo ripe

2.3 Formao de palavras porprefixaoI. Prefixos negativos

1 O prefixo un- significa o oposto de, no, quando acrescentado a adjetivos. unable (incapaz) unexpected (inesperado) unsuccessful (mal sucedido) unreliable (no confivel)

2 O prefixo in- (il- antes de /l/, im- antes de labiais e ir- antes de /r/ tambm significa o opostode, no quando acrescentado a adjetivos).Ocorre com maior frequncia com palavras de origem latina: indifferent (indiferente) - do adjetivo different illogical (ilgico) - do adjetivo logical immovable (imvel) - do adjetivo movable irrelevant (irrelevante) - do adjetivo relevant

3 O prefixo dis- torna igualmente negativos adjetivos, verbos e substantivos abstratos: dishonest (desonesto) - do adjetivo honest disobedience (desobedincia) - do substantivo obedience disloyal (desleal) - do adjetivo loyal disobey (desobedecer) - do verbo to obey

4 O prefixo non- pode ser considerado como correspondente negao da palavra ou expres-so: non conformist (dissidente, o que no se conforma) non scientific (o que no cientfico) nonsense (o que no tem sentido) nonsmoker (a pessoa que no fuma)

5 O prefixo a- normalmente significa falta de:

acephalous (acfalo) amoral (amoral) assymetry (assimetria)

II. Prefixos reversativos

1 O prefixo un- significa reverter a ao ou privar de, quando acrescentado a verbos: unbutton (desabotoar) - do verbo to button undo (desfazer) - do verbo to do untie (desamarrar) - do verbo to tie

2 O prefixo de- pode ser acrescentado a verbos ou substantivos abstratos, significando revertera ao de: defrost (degelar) - do verbo to frost devalue (desvalorizar) - do verbo to value


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3 O prefixo dis-, quando acrescentado a verbos, particpios e substantivos, significa reverter aao ou privar de: connect (ligar) - disconnect (desligar) infect (infetar) - disinfect (desinfetar)

III. Prefixos pejorativos

1 O prefixo mis-1.1 O prefixo mis-, quando acrescentado a verbos e particpios, significa que a ao realizada,porm de maneira errnea: miscalculate (calcular mal) misleading (que desorienta) misunderstood (mal interpretado) misrule (administrar mal)

1.2 O prefixo mis-tambm acrescentado a substantivos abstratos formados a partir dos verboscorrespondentes. disbelief - descrena misbelief - crena, mas de maneira errnea

2 O prefixo mal- somado a adjetivos, particpios, verbos e substantivos abstratos corresponden-tes, acrescentando a ideia de erro ao seu significado: maleddiction (maldio) malformed (mal formado)

IV. Prefixos de grau ou tamanho

So prefixos que indicam grau ou tamanho: arch-, super-, out- ,sur- ,sub- ,over-, under-, hyper-,ultra-, mini-. archbishop (arcebispo) supernatural (sobrenatural) outgrow (crscer alm da conta) surcharge (cobrar demais) substandard (de padro inferior) oversimplify (simplificar demais) underprivileged (desprivilegiado) hypersensitive (hipersensvel) ultra-violent (ultraviolento) mini-skirt (minissaia)

V. Prefixos de atitude

So prefixos que indicam atitude ou comportamento: co-, counter-, anti-, pro-: coworker (colaborador, colega de trabalho) counteract (reagir contra) antibody (anticorpo) pro-american (pro-americano)

VI. Prefixos de lugar

So prefixos que indicam lugar ou locao: super-, sub-, inter-, trans-: superintendent (superintendente)


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subconscious (subconsciente) intercontinental (intercontinental)

VII. Prefixos de lugar

So prefixos que indicam tempo e sequncia: fore, pre-, post-,ex-,re-

1 O prefixo fore- acrescentado sobretudo a verbos, podendo tambm ser acrescentado a subs-tantivos abstratos. Significa antes de: foreshadow (pressagiar, prenunciar) foretell (predizer)

2 O prefixo pre- acrescentado a substantivos sobretudo para formar adjetivos , a verbos e aadjetivos, significando tambm antes de: pre-marital (antes do casamento) pre-war (antes da guerra)

3 O prefixo post- acrescentado a substantivos, sobretudo para formar adjetivos, e a adjetivos: post-classical (ps-clssico) post-war (ps-guerra)

4 O prefixo re- acrescentado sobretudo a verbos e substantivos abstratos, significando repe-tio: rebuild (reconstruir) reuse (usar de novo)

VIII. Prefixos de quantidade

O ingls usa prefixos gregos e latinos para expressar quantidade:

1 uni-, monounilateral (unilateral) monoteism (monoteismo)

2bi-, di-, significando dois bifocal (bifocal) bilingual (bilingue) dichotomy (dicotomia)

3 tri-, significando trs: tricycle (triciclo) trident (tridente)

4 multi-, poly-, significando muitos: multi-national (multinacional) polygamy (poligamia)

H muitos outros prefixos, que voc certamente aprender ao longo do seu curso.Esperamos que os exemplos tenham ajudado vocs!

You can find an entry on word-formation in the on encyclopediaThe Encyclopedia.com: www.encyclopedia.com/doc/1O29WORDFORMATION.html


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2.4 Exercises1)Use the prefixes in the box to change the words so that they have the opposite meaning.

In Dis non ir under Um Over il im

a) lucky ____________________b) formal ____________________c) overestimate ____________________d) logical ____________________e) patient ____________________f) relevant ____________________g) undercharge ____________________h) violent ____________________i) fair ____________________j) responsible ____________________k) advantage ____________________l) happy ___________________m) tolerant ____________________n) believable ____________________o) overstaffed ____________________p) visible ____________________

2)Form nouns from these words by adding the suffixes in the box.

-hood -ency -ence -ness -ship -ity

a) elegant eleganceb) intelligent ____________________c) weak ____________________d) sad ____________________e) child ____________________f) fluent ____________________g) patient ____________________h) adolescent ____________________i) creative ____________________j) serious ____________________k) formal ____________________l) relation ____________________m) important ____________________n) obedient ____________________o) efficient ____________________p) happy ____________________q) violent ____________________r) woman ____________________s) decent ____________________t) brother ____________________

3)Form nouns from the verbs by adding the suffixes in the box.

-ion -ment -ness -ing -ation -al -ance

a) mean meaningb) organize ____________________c) arrive ____________________


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d) arrange ____________________e) act ____________________f) invent ____________________g) survive ____________________h) disappear ____________________i) feel ____________________

j) advise ____________________k) preserve ____________________l) refuse ____________________m) develop ____________________n) discuss ____________________o) dry ____________________p) excite ____________________q) perform ____________________r) educate ____________________

4)Complete the sentences with the correct noun.a) Their __________ (marry) has colapsed.b) The __________ (excite) of the new discovery is over.c) These animals have strong sense of __________ (survive).d) Most __________ (inhabit) are illiterate.e) The main __________ (enter) is round the corner.f) Christmas __________ (sell) went up by 10 per cent.g) The new block of flats has central __________ (heat).

5)Provide the noun for these verbs.a) rob robberyb) sign ____________________c) laugh ____________________d) fly ___________________e) live ____________________

f) know ____________________g) marry ____________________h) succeed ____________________i) behave ____________________j) choose ____________________k) depart ____________________l) die ____________________m) accept ____________________n) attract ____________________o) predict ____________________p) free ____________________q) fix ____________________

r) thrill ____________________s) survive ____________________t) happen ____________________

6)Form adjectives from the verbs and nouns by adding the suffixes in the box.

-y -al -ment -ish -ful -ive -ous -hood -able -ing

a) accept acceptableb) color ____________________c) danger ____________________d) amuse ____________________

e) luck ____________________f) interest ____________________g) fame ____________________h) effect ____________________


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i) success ____________________j) child ____________________k) music ____________________l) profit ____________________m) product ____________________n) green ____________________

o) peace ____________________p) accident ____________________q) rain ____________________r) attract ____________________

7)Complete the sentences with the correct form of the words in brackets.a) Productivity (produce) has not risen very much in this factory although there are more wor-kers now.b) We had an interesting __________ (discuss) about exotic animals.c) They have no __________ (free) in that country.d) Dont trust him. Everybody knows he is __________ (honest).e) The ending of the film seemed quite __________ (probable).f) Do you think this book is __________ (suit) for a teenager?g) The police should take __________ (act) against drug dealers.h) This brchure gives a lot of __________ (inform) about local customs.






MURRAY, Thomas E. The structure of English.Boston: Allyn and Bacon 1995.


SPENCER, Andrew; ZWICKY, Arnold, (eds). The handbook of morphology. Oxford: Blackwell.

1998. 815ppSTOCKWELL, Robert; MINKOVA Donka. English words: history and structure. Cambridge: Cam-bridge. University Press, 2001.



LONGMAN. Gramtica Escolar da Lngua Inglesa: com exerccios e respostas. Consultorpedaggico: Jos Olavo de Amorim. So Paulo: Longman, 2004




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UNIDADE 3The parts of speech

3.1 Unit IntroEsta unidade apresenta as classes de palavras em lngua inglesa, enfocando a sua funo

na frase, considerando que as palavras no podem ser classificadas isoladamente, mas sim deacordo com a funo que elas exercem num determinado contexto. A unidade traz tambm umaintroduo organizao das palavras em sentenas e perodos (simples) em situaes comuni-cativas. Nesta unidade, tratamos da anlise do perodo simples, por partes, o estabelecimentodas relaes que eles estabelecem entre si e a natureza e variedade dessas relaes.

1) Nouns:car, friend, Brazilian, jet, tennis, New York.She bought a red car.He is a good friend of mine.Pele is Brazilian. Zidane is French.The airline company bought a new jet.I dont like to play tennis.New York is the largest city in the world. These words name things or people or place.

2) Pronouns:

I, mine, who, someone.I have never been to Japan.That car is not mine.Who is your best friend?Someone is knocking at the door. Pronouns are words that can be used in place of nouns.

3) Adjective:bad bad boygood- good mormingblue blue eyes Adjectives are words that describes a noun, by turning its meaning clearer and fuller.

4) Verbs:work (ed)drive (drove, driven)be (is, are,was, were)Our teacher works hard every day.She drove to work yesterday.He is very happy. Verbs are words that express idea of action or being. It also affirms that a person or thing is,

does or suffers something.

5) Adverbs:tomorrow

quicklyShe will arrive here tomorrow.Ronaldinho runs quickly. Adverbs are words that can add clearer meaning to a verb.

DICA

Como vocs puderamobservar, nesta seoforam introduzidas as

Classes de Palavras daLngua Inglesa. Apre-sentamos oito cate-gorias de palavras e aclassificao, conformesua funo na frase.Alguns autores, princi-palmente americanos,dividem as classes depalavras em nove cate-gorias, incluindo nelasos Artigos. Optamospela primeira classifi-cao por ser a maiscomum nos compn-

dios de lngua inglesa.O que importante ob-servar: as palavras nopodem ser classificadasisoladamente, mas simde acordo com a fun-o que elas exercemnum determinado con-texto. Como na nossalngua, temos substan-tivos, adjetivos, verbos,advrbios, preposies,interjeies, conjun-es e pronomes.


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6) Prepositions:by, from, without.He always comes to work by bus.My father arrived from Rio this morning.Well go to the party without you. A preposition is a word or a term that shows relationship between a word that follows it,

called its object, and a word before it to which it pertains or relates.

7) Conjunctions:and, however, because, butPaul and Jane went to the park.I invited her to the party, however she didnt come.He worked hard because he needed money. Conjunctions are words used to join words, phrases or sentences.

8) Interjections:hello! Oh! Ah!Interjections are words that express a sudden feeling or emotion and they do not enter into thesyntatical construction of a sentence.Words are classified into parts of speech according to their function and not according to theirform. There are a great number of words that can be two or more parts of speech according tothe work they do.

Attention to these examples:1. Gustavo traveled by a very fast train.2. Gustavo drove very fast.3. Gandhi used to fast for many days: he didnt eat anything protesting against English domina-tion in India.In (1) fast is an adjective, in (2) is an adverb and in (3) a verb.Another example is the use of the word watch.1. When I visited Europe I bought her a beautiful watch.

2. Last night, we watched a football game.3. Mic is a good watch dog.In (1) watch is a noun, in (2) is a verb and in (3) an adjective.

3.2 ActivitiesName the parts of speech of the words underlined in the following sentences:1) a. His work is always well done.(.......................)b. They work from 8 to 12 everyday. (......................)

2) a. It sounds good! (........................)b. The sounds of the violence could be heard from my house. (...................)

3) a. English is the language used for international communication. (........................)b. I bought an English book.(.........................)

4) a. Go slow. (.......................)b. Its a slow car. (........................)

5) a. He came before 4oclock. (.......................)b. I have explained that point before. (...................)


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3.3 The parts of sentenceThe sentence is the unit of speech, that is, of expression. The isolated word or part of speech

is, in the main a detached tool only, to be kept handy for use in association or relation with other

words or parts of speech. True, a single word, may start a spirit or turn a revolution, but it is theexceptional word exceptionally used and used always with such implied or understood ideas tomake it constitute a sentence in mind or emotion, or both.

The word the part of speech in and of itself is indeed nothing but a cold combinationof letters. It usually needs the society of other words other parts of speech to give it vitalspark. It is important chiefly just in proportion to its use in the formation of related and intelli-gible groups to express complete thoughts or sentences. A language any language is mas-tered only as its unit of expression the sentence is mastered. This implies that the person needsto have the ability to understand the meaning through the analysis of the elements of which thesentence is composed.

The first part of this material treats of the parts of speech as mechanical tools and as associ-ated units in the workmanship of expression.

In this part we will treat of the analysis of sentences into their component parts, the estab-lishment of relationships that these bear one to another, and the nature and variety of these rela-tionships.

The simple sentence is defined in many ways: its a collection of words by means of which a meaningful idea is expressed about a being,

place or thing; its a thought expressed in words so arranged and constructed as to have a subject that

about which something is said and a predicate that which expresses action or state orcondition about the subject;

its a group of words so related as to express a complete thought by way of assertion or ex-clamation or interrogation or command;

its a set of words complete in itself, containing subject and predicate, expressing declara-tion, explanation, question or command.

its a related group of words consisting of subject and predicate with modifications, and ex-pressing a complete thought.It will be observed that these varied definitions all say the same thing: a sentence is a group

of words conveying a complete thought by means of subject and predicate either or both ofwhich may be understood, and this is implied in of them either or both of them of which maybe compound.

Simple sentence contains a finite verb. It can make a statement (1), ask a question (2), give acommand or make a request(3) and make an exclamation(4).

Our teacher arrived late today. Do they speak English? Open the door. / Please open the door. How nice she is!

Normally a sentence is composed of two parts: the subject and the predicate. Nouns andverbs often form working teams called subjects and predicates.

The subject of a sentence is that about which something is stated, asked, ordered, or ex-claimed by the use of a finite verb.

The predicate of a sentence is that action, state or condition which is stated, asked, ordered,or exclaimed by the use of a finite verb.

Whats a finite verb?It means finite or restricted or bound by person and number and manner and time.

e.g. Paul received a good mark.In this example the verb is finite because it has tense(past), person and number(3rd person

singular).

The subject of a simple sentence is usually a noun (1) or a pronoun (2). However sometimesan adjective (3) or a verb in the infinitive (4) or gerund (5) form may be the subject.


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e.g.1. The train arrives at seven.2. He never comes here on Sundays.3. The good die young.4. To study is to progress.5. Working in a bank is a good experience.

3.4 ActivitiesDivide the following sentences into subject and predicate in the manner showed below:

e.g. The train / arrives at seven.1. The bird built a net.2. The gardener mowed the lawn.3. Open the door.4. The sun is shining.5. Who broke the window?

Em sntese:

O perodo simples a unidade do discurso, ou seja, da expresso. Uma palavra isolada ouum sintagma , na verdade, uma pea avulsa disponvel para ser usada em associao ou com-binao com outras palavras e outros sintagmas, formando, assim, sentidos.

Nesta unidade, tratamos da anlise do perodo simples por partes, o estabelecimento dasrelaes que elas estabelecem entre si e a natureza e variedade dessas relaes.




CARSTAIRS-McCARTHY, Andrew. An introduction to English morphology: words and their

structures. Edingburgh: Edingburgh University Press Ltd, 2002.C.E.Eckersley; J.M. Eckersley. Comprehensive English Grammar. England: Longman Group,1989.



MURRAY, Thomas E. The structure of English. Boston: Allyn and Bacon, 1995.

ONGMAN. Gramtica Escolar da Lngua Inglesa: com exerccios e respostas. Consultorpedaggico: Jos Olavo de Amorim. So Paulo: Longman, 2004.



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Apndice

Verbos IrregularesInfinitive Simple Past Past Participle Translation

abide abode abode habitar, suportar

arise arose arisen surgir, elevar-se

awake awoke/awaked awoke(n)/awaked acordar, despertar

be was, were been ser, estar

beat beat beaten bater

become became become tornar-se

begin began begun comear

bite bit bitten Morder

blow blew blow Soprar

break broke broken Quebrar

bring brought brought Trazer

build built built construer

buy bought bought Comprar

catch caught caught Pegar

choose chose chosen Escolher

come came come Vir

cost cost cost Custar

cut cut cut Cortar

deal dealt dealt Negociardig dug dug Cavar

do did done Fazer

draw drew drawn Desenhar

dream dreamt dreamt Sonhar

drink drank drunk Beber

drive drove driven Dirigir

eat ate eaten Comer

fall fell fallen Cair


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feed fed fed Alimentar

feel felt felt Sentir

fight fought fought Lutar

find found found Encontrar

fly flew flown Voar

forget forgot forgotten Esquecer

freeze froze frozen Gelar

get got got Conseguir

give gave given Dar

go went gone Ir

grow grew grown Crescer

hang hung hung Pendurar

have had had Ter

hear heard heard Ouvir

hide hid hidden Esconder

hit hit hit Bater

hold held held Segurar

hurt hurt hurt Machucar

keep kept kept guarder

know knew known conhecer, saber

lay laid laid pr, deitar

learn learnt learnt Aprender

leave left left deixar, partir

lend lent lent Emprestar

let let let deixar, alugar

lie lay lain jazer, deitar

light lit lit iluminar, acender

lose lost lost Perder

make made made Fazer

mean meant meant Significar

meet met met encontrar-se com


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pay paid paid Pagar

put put put Pr

read read read Ler

rid rode ridden Cavalgar

ride rode ridden viajar, cavalgar

ring rang rung tocar a campainha

rise rose risen erguer-se

run ran run corer

say said said Dizer

see saw seen Ver

sell sold sold Vender

send sent sent Enviar

set set set colocar, fixar

shake shook shaken Sacudir

shine shone shone Brilhar

shoot shot shot atirar, disparar

show showed shown Mostrar

shut shut shut Fechar

sing sang sung Cantar

sink sank sunk Afundar

sit sat sat Sentar

sleep slept slept dormer

slide slid slid Escorregar

slit slit slit fender, rachar

smell smelt smelt Cheirar

speak spoke spoken Falar

spend spent spent Gastar

speed sped sped apressar-se, despachar

spread spread spread Espalhar

stand stood stood ficar de p

steal stole stolen Roubar


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strike struck struck Bater

swear swore sworn Jurar

sweep swept swept Varrer

swim swam swum nadir

swing swang swung balancer

take took taken Tomar

teach taught taught Ensinar

tell told told contar, dizer

think thought thought Pensar

throw threw thrown Arremessar

understand understood understood Entender

wake woke woken Acordar

wear wore worn vestir, usar

wed wed wed Desposar

wet wet wet Umedecer

win won won ganhar, vencer

wring wrung wrung Espremer

write wrote written Escrever


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ResumoUnit I

There are two basic divisions in morphology:

1. lexical morphology (word formation)

2. inflectional morphology (grammar, conjugation/declination) Morphology is concerned with the study of word forms. A word is best defined in terms of

internal stability (is it further divisible?) and external mobility (can it be moved to a diffe-rent position in a sentence?).

A morpheme is the smallest unit which carries meaning. An allomorphis a non distincti-ve realization of a morpheme.

Morphology can further be divided into inflectional (concerned with the endings put onwords) and derivational (involves the formation of new words).

Affixation is the process of attaching an inflection or, more generally, a bound morphemeto a word. This can occur at the beginning or end and occasionally in the middle of a wordform.

Morphemes can be classified according to whether they are bound or free and furthermorelexical or grammatical.

Unit IITemos aqui alguns dos principais processos de formao de palavras em ingls:1. Afixao (affixation): A adio de uma unidade ou unidades base da palavra para modi-

ficar o seu significado ou uso.Prefixo: unfairSufixo: childhood

2. Justaposio (compounding): Adio de uma base outra.teapot /playboyearthquake

3. Reduplicao (reduplication): Composio que tem duas ou mais unidades que so idn-ticas ou com uma leve diferena.

tick-tack; walkie-talkie;tip-top

4. Composio por abreviatura (clipping): denota a subtrao de uma ou mais slabas deuma palavra.

telephone phonephotograph photo

influenza flu

5. Aglutinao (blends): processo em que os morfemas constituintes do vocbulo mrficoperderam ou tiveram alterado um ou mais de seus elementos fonolgicos.

motel motor + hotelsmog - smoke + fog

6. Sigla (acronyms) Palavras formadas pelas letras iniciais da palavra.UN United NationsTv televisionFDA Food and Drug Administration

Unit IIIResumindo, podemos dizer que todas as definies acima apontam para uma mesma dire-o: o perodo simples um grupo de palavras que contm um sentido completo e que possuium sujeito e um predicado.


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Para ilustrar as definies temos os exemplos abaixo:e.g. 1. Lula is the president of our country.Lula is the subject.is the president of our country is the predicate.

e.g. 2. The train from London arrives at 7 p.m. every day.

The train from London is the subject.arrives at 7 p.m. every day is the predicate.


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Referncias

Basic


STEINBERG, Martha. Morfologia Inglesa: noes introdutrias. 2. ed. So Paulo: tica, 1990.

SWAN, Michael & WALTER, Catherine. How English Works: a grammar practice book. Oxford:Oxford University Press, 1997.

Complementary

ARONOFF, Mark; FUDEMAN, Kirsten. What is Morphology? Oxford: Blackwell Publishing, 2005.



ECKERSLEY, C.E.; ECKERSLEY, J.M. Comprehensive English Grammar. England: Longman Group,1989.


Additional


MURRAY, Thomas E. The structure of English. Boston: Allyn and Bacon 1995.







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Atividades de

Aprendizagem AAI. Choose the best answer.1) Nouns, verbs and adjectives can be classified as_______.a) ( ) lexical wordsb) ( ) grammatical wordsc) ( ) function wordsd) ( ) form words

2) Morphemes that represent tense, number, gender and case are called _______ morpheme.a) ( ) inflectional

b) ( ) freec) ( ) boundd) ( ) derivational

3) There are _______morphemes in the word denationalization.a) ( ) threeb) ( ) fourc) ( ) fived) ( ) six

4) In English -/se and -tion are called _______.a) ( ) prefixes

b) ( ) suffixesc) ( ) infixesd) ( ) free morphemes

5) Morphology is generally divided into two fields: the study of wordformation and _______.a) ( ) affixationb) ( ) etymologyc) ( ) inflectiond) ( ) root

6) The three subtypes of affixes are: prefix, suffix and _______.a) ( ) derivational affixb) ( ) inflectional affix

c) ( ) infixd) ( ) back-formation

7) _______ is a way in which new words may be formed from already existing words by subtrac-ting an affix which is thought to be part of the old word.a) ( ) Affixationb) ( ) Back-formationc) ( ) Insertiond) ( ) Addition

8) The word TB is formed in the way of _______.a) ( ) acronymy

b) ( ) clippingc) ( ) initialismd) ( ) Blending.


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9) There are different types of affixes or morphemes. The affix ed in the word learned is knownas a (an) _______.a) ( ) derivational morphemeb) ( ) free morphemec) ( ) inflectional morphemed) ( ) free form

10) The words like comsat and sitcom are formed by _______.a) ( ) blendingb) ( ) clippingc) ( ) backformationd) ( ) acronymy


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morfologia lingua inglesa

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